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Jill Bergeron

What Keeps Students Motivated to Learn? | MindShift - 0 views

blogs.kqed.org/...udents-them-motivated-to-learn

motivation PBL engagement

shared by Jill Bergeron on 17 Mar 14 - No Cached
    • Jill Bergeron
      Jill Bergeron on 17 Mar 14
       
      Comments on what it takes to collaborate in MS.
  • “What really helped me was the teachers and staff here who showed me that they cared about me. Students can feel that.” She described hating math for most of her life until a good teacher described what she could do with strong math skills in the future. “It got me motivated to learn more and I showed my potential as a student, which I never knew I had,” she said.
  • Every student on the panel had a story of big failure on an important class project. But because the culture of their schools encourage them to learn from mistakes, they can clearly articulate what they’d do differently next time and even laugh about it.
  • ...11 more annotations...
  • Students get used to giving and taking critique daily with each other and hearing it from educators as well. Their ease with it comes from practice and with the awareness that feedback isn’t the end of the process, it’s a part of improving their work.
  • When evaluating student work, frame feedback in terms of the learner’s goals instead of referring to the standards. “Goals are more motivating for students to hear,”
  • Students want projects to be integrated across subjects, not separated by discipline.
  • High Tech Middle Chula Vista seventh grader Ana de Almeida Amaral described an integrated humanities and math/science project, when students read Sherlock Holmes, wrote their own versions, and became experts in one aspect of forensics.
  • “I love when projects are integrated so you can find so many different aspects,”
  • Together they created a crime scene in their classroom and then taught everyone assembled about a part of the forensics process through a stop animation video.
  • “If teachers give broad guidelines for the project and then have students do something they’re interested in it will bring students along the whole time,” said Gramann. “Treat students like adults. If the students feel like they’re worth it they’ll act more like adults.”
  • “Teachers tend to give projects and benchmarks and create topics around things that students don’t really connect to.” He was adamant that learning how to connect a topic to oneself is the key to learning. “Throughout middle school you have to develop skills of how things connect to yourself,” he said.
  • Authentic choice is one aspect of allowing that to happen. Students on the panel described real choices they make about their education on a daily basis, from which book they’ll read in Humanities to the different topics they want to research.
  • “Collaborating productively is a leadership skill at this school,” said Dora Aguilar, a junior at City Arts and Tech, part of the Envision network. She says that while it can be hard, it can also be very rewarding because working with other people allows her to see the project through the eyes of her peers.
  • Other students talked about difficult collaborations too, emphasizing that it runs more smoothly if one group member agrees to keep everyone on track.
Jill Bergeron

The Virtual Body - MEDtropolis - 0 views

medtropolis.com/virtual-body

body biology anatomy science life science

shared by Jill Bergeron on 14 Mar 14 - No Cached
  • Jill Bergeron on 14 Mar 14
     
    Interactive human body.
Gayle Cole

Gever Tulley: Life lessons through tinkering | Video on TED.com - 0 views

www.ted.com/...inkering_school_in_action.html

hacking problemsbecomepuzzles tinkering maker movement STEAM

shared by Gayle Cole on 14 Aug 13 - Cached
  • Gayle Cole on 14 Aug 13
     
    @cookout70 @eramosp There's a place called Tinkering School! #hacking #problemsbecomepuzzles http://t.co/M0wSx3xctF
Jill Bergeron

Plagiarism vs. Collaboration on Education's Digital Frontier - 0 views

plpnetwork.com/...on-educations-digital-frontier

collaboration technology Google_Drive Google edtech

shared by Jill Bergeron on 18 Dec 13 - No Cached
  • It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
  • But when does collaboration cross the line into plagiarism, out in the digital frontier of education?
  • At the same time, many of us want to put up barriers and halt any collaboration at other times (during assessments, for example). When collaboration takes place during assessment, we deem it plagiarism or cheating, and technology is often identified as the instrument that tempts students into such behavior.
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  • hould we ever stymie collaboration among our students? We live in a collaborative world. It is rare in a job, let alone life, that individuals work in complete isolation – with lack of assistance or contributions from anyone else. Perhaps as educators, it’s time to reassess how we want students to work.
  • what if we incorporated collaboration into our lessons and our assessments?
  • Using tools such as Google Drive, students can more easily collaborate across distances and with conflicting schedules. Better yet for me as their teacher, I can actually view their collaborative efforts using the “revision history” function of Google Drive (Go to File → See Revision History). This allows me to see who contributed what and when. This way, I can track not only quality, but quantity.
  • We have all heard students complain that a member of the group has “contributed nothing.” Now there is a method to verify and follow up this complaint.
  • If you can Google the answer, how good is the question?
  • Perhaps instead of focusing our concerns on technology as a wonderful aid to plagiarizers, we should focus on its ability to foster creativity and collaboration, and then ask ourselves (we are the clever adults here) how we can incorporate those elements into our formalized assessments.
  • Unfortunately, yes, there will always be those students who want to cut corners, find the easy way, and cheat to get out of having to do the hard work. (See my post on combating plagiarism.) But a significant majority of students are inherently inquisitive: they want to learn and do better by engaging and thinking, not memorizing and fact checking. It’s up to us to appeal to that inquisitiveness.
Jill Bergeron

How Does Project-Based Learning Work? | Edutopia - 0 views

www.edutopia.org/-learning-guide-implementation

PBL edutopia projectbasedlearning

shared by Jill Bergeron on 05 May 14 - No Cached
  • Have in mind what materials and resources will be accessible to the students. Next, students will need assistance in managing their time -- a definite life skill. Finally, have multiple means for assessing your students' completion of the project: Did the students master the content? Were they able to apply their new knowledge and skills? Many educators involve their students in developing these rubrics
    • Jill Bergeron
      Jill Bergeron on 05 May 14
       
      Get students to help write rubrics
  • Here are steps for implementing PBL, which are detailed below: Start with the Essential Question Design a Plan for the Project Create a Schedule Monitor the Students and the Progress of the Project Assess the Outcome Evaluate the Experience
  • Involve the students in planning; they will feel ownership of the project when they are actively involved in decision making.
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  • What time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
  • Also, allow students to go in new directions, but guide them when they appear to digress from the project.
  • Facilitate the process and the love of learning. Teach the students how to work collaboratively. Designate fluid roles for group members. Have students choose their primary roles, but assume responsibility and interactivity for all group roles. Remind them that every part of the process belongs to each individual and needs each student's total involvement. Provide resources and guidance. Assess the process by creating team and project rubrics.
  • Team rubrics state the expectations of each team member: Watch the group dynamics. How well are the members participating? How engaged are they in the process? Assess the outcome. Project rubrics, on the other hand, ask these questions: What is required for project completion? What is the final product: A document? A multimedia presentation? A poster? A combination of products? What does a good report, multimedia presentation, poster, or other product look like? Make the requirements clear to the students so they can all meet with success.
  • Discovery Education (13) offers a great resource; a collection of assessment rubrics and graphic organizers (14) that may be helpful to you as you create your own.
  • When a student's assessment and the teacher's assessment don't agree, schedule a student-teacher conference to let the student explain in more detail his or her understanding of the content and justify the outcome.
  • devise a plan that will integrate as many subjects as possible into the project.
Jill Bergeron

Clip-on Hydroponic Wall Garden - 0 views

www.instructables.com/...Clip-on-Hydroponic-Wall-Garden

science maker gardening life science earth science

shared by Jill Bergeron on 11 May 15 - No Cached
  • Jill Bergeron on 11 May 15
     
    How to build a hydroponic wall garden.
Gayle Cole

Here's What A Constantly Plugged-In Life Is Doing To Kids' Bodies - 0 views

www.huffingtonpost.com/...eens-on-screens_n_4101758.html

technology health ergonomics

shared by Gayle Cole on 06 Nov 13 - No Cached
  • Jill Bergeron on 06 Nov 13
     
    Great article on risks of overuse of media. Also offers targeted solutions for these problems.
Jill Bergeron

Timelapse: Photosynthesis Seen From Space | California Academy of Sciences - 0 views

www.calacademy.org/...photosynthesis-seen-from-space

science life science

shared by Jill Bergeron on 08 Oct 15 - No Cached
  • Jill Bergeron on 08 Oct 15
     
    Lab from CA Academy of Science. Video is accompanied by lesson materials.
Jill Bergeron

Home | NOVA Labs | PBS - 0 views

www.pbs.org/labs

science pbs interactive earth science life science IPS

shared by Jill Bergeron on 08 Oct 15 - No Cached
  • Jill Bergeron on 08 Oct 15
     
    Labs for science classes with games, videos and lessons. Well reviewed on Graphite.
Jill Bergeron

Spongelab | Explore - 1 views

www.spongelab.com/browse

science life science IPS earth science games game_based_learning

shared by Jill Bergeron on 09 Oct 15 - No Cached
  • Jill Bergeron on 09 Oct 15
     
    Science games, interactives, animations, lessons and more! Integrates with Google Classroom. Need to sign up.
Jill Bergeron

Habits of Mind for the New Year: 10 Steps to Actually Accomplish Your Resolutions | Edutopia - 0 views

www.edutopia.org/...its-of-mind-agency-vicki-davis

resolutions habits goals

shared by Jill Bergeron on 08 Jan 14 - No Cached
  • Step 1: Name Your Year
  • Step 2: Name Your Goal
  • Step 3: Put Your Decision in Writing
  • ...11 more annotations...
  • Step 4: Evaluate Your Goal
  • Step 5: Find the Habits to Achieve Your Goal
  • Step 6: Assess Time Needed for Specific Habits
  • Step 7: Calendar Your New Habits
  • 7a. Schedule Large Habits
  • 7b. Aggregate Smaller Key Habits
  • Step 8: Set Up Visual Cues and Trigger Environments
  • Step 9: Enlist a Support Group
  • Step 10: Adapt and Reset
  • Count the Cost and Resolve to Change
  • Recommended Reading Problogger (19) by Darren Rouse and Chris Garrett The War of Art (20) by Stephen Pressfield Manage Your Day-to-Day (21) by Jocelyn Glei Platform (22) by Michael Hyatt Teach Like a Pirate (23) by Dave Burgess Fred Jones Tools for Teaching (24) by Fred Jones The Power of Habit (25) by Charles Duhigg
  • Jill Bergeron on 08 Jan 14
     
    This is a 10 step list on how to achieve goals in the new year. Very tangible steps.
Jill Bergeron

Homework, Sleep, and the Student Brain | Edutopia - 0 views

www.edutopia.org/...nd-student-brain-glenn-whitman

Homework sleep education brain edutopia

shared by Jill Bergeron on 28 May 14 - No Cached
  • Are you able to stay up with your son or daughter until he or she finishes those assignments? If the answer is no, then too much homework is being assigned, and you both need more of the sleep that, according to Daniel T. Willingham (3), is crucial to memory consolidation.
  • we see moderate advantages of no more than two hours of homework for high school students. For younger students, the correlation is even smaller. Homework does teach other important, non-cognitive skills such as time management, sustained attention, and rule following, but let us not mask that as learning the content and skills that most assignments are supposed to teach
  • A scientific approach to tackling their homework can actually lead to deepened learning in less time.
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  • Delaying gratification is an important non-cognitive skill and one that research has shown enhances life outcomes
  • But it takes teachers to design better homework (which can include no homework at all on some nights), parents to not see hours of homework as a measure of school quality, and students to reflect on their current homework strategies while applying new, research-backed ones.
Jill Bergeron

Your Online Life: Permanent as a Tattoo - 0 views

www.youtube.com/watch

youtube digital citizenship digital tattoo

shared by Jill Bergeron on 19 May 14 - No Cached
  • Jill Bergeron on 19 May 14
     
    "What if Andy Warhol had it wrong, and instead of being famous for 15 minutes, we're only anonymous for that long? In this short talk, Juan Enriquez looks at the surprisingly permanent effects of digital sharing on our personal privacy. He shares insight from the ancient Greeks to help us deal with our new "digital tattoos.""
Jill Bergeron

The Secret to Raising Smart Kids - Scientific American - 0 views

www.scientificamerican.com/...-secret-to-raising-smart-kids1

mindset motivation SEL

shared by Jill Bergeron on 12 Jan 15 - No Cached
  • more than 35 years of scientific investigation suggests that an overemphasis on intellect or talent leaves people vulnerable to failure, fearful of challenges and unwilling to remedy their shortcomings.
  • our studies show that teaching people to have a “growth mind-set,” which encourages a focus on “process” (consisting of personal effort and effective strategies) rather than on intelligence or talent, helps make them into high achievers in school and in life.
  • Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people's beliefs about why they had failed.
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  • The helpless ones believe that intelligence is a fixed trait: you have only a certain amount, and that's that. I call this a “fixed mind-set.”
  • These experiments were an early indication that a focus on effort can help resolve helplessness and engender success.
  • The mastery-oriented children, on the other hand, think intelligence is malleable and can be developed through education and hard work. They want to learn above all else.
  • Jill Bergeron on 12 Jan 15
     
    Carol Dweck's article emphasizing mindset and praise.
Jill Bergeron

Main Findings | Pew Research Center's Internet & American Life Project - 0 views

www.pewinternet.org/...main-findings-5

media use screen time report pew internet

shared by Jill Bergeron on 28 Jan 15 - No Cached
  • Jill Bergeron on 28 Jan 15
     
    Teens and Technology 2013 Report
Jill Bergeron

8 Psychological Principles to Make a Memorable Presentation - 0 views

blog.slideshare.net/...-make-a-memorable-presentation

presentation PD

shared by Jill Bergeron on 29 Oct 14 - No Cached
  • One must imagine they are talking to a child when presenting.
  • Great presentations are about brevity and levity.
  • Every presentation must add value to the audience’s life.
Jill Bergeron

Why America's obsession with STEM education is dangerous - The Washington Post - 0 views

www.washingtonpost.com/...4-ab77-9646eea6a4c7_story.html

STEM innovation humanities maker education article

shared by Jill Bergeron on 30 Mar 15 - No Cached
  • Consider the same pattern in two other highly innovative countries, Sweden and Israel. Israel ranks first in the world in venture-capital investments as a percentage of GDP; the United States ranks second, and Sweden is sixth, ahead of Great Britain and Germany. These nations do well by most measures of innovation, such as research and development spending and the number of high-tech companies as a share of all public companies. Yet all three countries fare surprisingly poorly in the OECD test rankings. Sweden and Israel performed even worse than the United States on the 2012 assessment, landing overall at 28th and 29th, respectively, among the 34 most-developed economies.
    • Jill Bergeron
      Jill Bergeron on 30 Mar 15
       
      These are some very interesting stats on how placement on international tests do no correlate the innovation and achievement of a country. 
  • “This country is a lot better at teaching self-esteem than it is at teaching math.” It’s a funny line, but there is actually something powerful in the plucky confidence of American, Swedish and Israeli students. It allows them to challenge their elders, start companies, persist when others think they are wrong and pick themselves up when they fail. Too much confidence runs the risk of self-delusion, but the trait is an essential ingredient for entrepreneurship.
  • technical chops are just one ingredient needed for innovation and economic success.
  • ...9 more annotations...
  • America overcomes its disadvantage — a less-technically-trained workforce — with other advantages such as creativity, critical thinking and an optimistic outlook.
  • Jack Ma, the founder of China’s Internet behemoth Alibaba, recently hypothesized in a speech that the Chinese are not as innovative as Westerners because China’s educational system, which teaches the basics very well, does not nourish a student’s complete intelligence, allowing her to range freely, experiment and enjoy herself while learning
  • Mark Zuckerberg was a classic liberal arts student who also happened to be passionately interested in computers. He studied ancient Greek intensively in high school and majored in psychology while he attended college. And Facebook’s innovations have a lot to do with psychology.
  • Tasks that have proved most vexing to automate are those that demand flexibility, judgment, and common sense — skills that we understand only tacitly — for example, developing a hypothesis or organizing a closet.”
  • This doesn’t in any way detract from the need for training in technology, but it does suggest that as we work with computers (which is really the future of all work), the most valuable skills will be the ones that are uniquely human, that computers cannot quite figure out — yet.
  • Innovation is not simply a technical matter but rather one of understanding how people and societies work, what they need and want.
  • A broad general education helps foster critical thinking and creativity. Exposure to a variety of fields produces synergy and cross fertilization. Yes, science and technology are crucial components of this education, but so are English and philosophy.
  • the American economy historically changed so quickly that the nature of work and the requirements for success tended to shift from one generation to the next. People didn’t want to lock themselves into one professional guild or learn one specific skill for life.
  • In truth, though, the United States has never done well on international tests, and they are not good predictors of our national success. Since 1964, when the first such exam was administered to 13-year-olds in 12 countries, America has lagged behind its peers, rarely rising above the middle of the pack and doing particularly poorly in science and math. And yet over these past five decades, that same laggard country has dominated the world of science, technology, research and innovation.
Jill Bergeron

Free Science Curriculum for Middle School - Eva Varga - 0 views

evavarga.net/...e-curriculum-for-middle-school

science physical science life science earth science ips

shared by Jill Bergeron on 18 Feb 16 - No Cached
  • Jill Bergeron on 18 Feb 16
     
    Many science resources listed here. Some of good quality and some of lesser quality.
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